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Session Title: Culturally Responsive Theory-driven Evaluation: Understanding and Accurately Reflecting Cultural Contexts in Program Evaluation
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Panel Session 823 to be held in Lone Star B on Saturday, Nov 13, 1:40 PM to 2:25 PM
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Sponsored by the Program Theory and Theory-driven Evaluation TIG
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| Chair(s): |
| Stewart Donaldson, Claremont Graduate University, stewart.donaldson@cgu.edu
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| Discussant(s):
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| Rodney Hopson, Duquesne University, hopson@duq.edu
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| Pauline Brooks, Independent Consultant, pbrooks_3@hotmail.com
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| Abstract:
The goal of this presentation is to discuss the conduct of culturally responsive theory-driven evaluation. Specifically, we seek to articulate how a culturally responsive theory-driven evaluation would, in House’s theoretical framework, address aspects of truth (providing credible evidence that resonates with the community and its varied stakeholders), beauty (telling the story that is most important to community needs), and justice (including the voices of those consumers who might otherwise not be included in the evaluation). Bledsoe and Donaldson carefully illustrate their points through real-time examples of their work at the community, and national levels. Discussants and reactors Hopson and Brooks provide commentary and critique of the theory-driven perspective and its usefulness and responsiveness in cultural contexts.
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Toward a Culturally Responsive Theory-driven Evaluation Science
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| Stewart Donaldson, Claremont Graduate University, stewart.donaldson@cgu.edu
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One of the major advances in the discipline and profession of evaluation in the past decade has been the enlightened understanding of the role of culture in evaluation. The concepts of culture, cultural competence, and culturally responsiveness have been established in the evaluation literature, AEA Task Force Statements, and the forthcoming evaluation standards. Theory-driven evaluation science is an evolving and adaptive approach used to guide modern evaluation practice. In this presentation, I will explore how theory-driven evaluation science is incorporating the advances of culturally responsive evaluation to increase the accuracy and use of theory-driven evaluations. For example, I will discuss how the key topics of engaging stakeholders, needs assessment, expressing and assessing program theory, formulating and prioritizing evaluation questions, formative evaluation and continuous improvement feedback, and determining program impact are being improved in light of the advances in understanding roles for culture in evaluation practice.
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Cultural Responsiveness in Theory-driven Evaluation: Increasing Accuracy in Theories of Change, Questions, and Methods in Community-based Settings
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| Katrina Bledsoe, Walter R McDonald and Associates Inc, katrina.bledsoe@gmail.com
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How does an evaluator seek to insure cultural responsiveness in a theory-driven evaluation? In part, by using theories that are considerate and representative of the consumers, and cultural context; by making sure that conceptual models go beyond linear logic modeling; by seeking to articulate the underlying mechanisms that may occur within a program; and by using methods that are most appropriate for the story that stakeholders are most wedded to telling. This includes exploring unintended outcomes and side effects that might be mediators and/or moderators of how a program works (e.g., how participants will react in situation based upon the historical aspects of the community, the context, and the program), and articulating aspects such as institutionalized injustices. In this presentation, I will provide a framework from which to work and use real-time and real-world examples.
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